Case Study Analysis of a Behavior Intervention Service Delivery Model with Autism Spectrum Disorder Students

This chapter focuses on Autism Spectrum Disorder (ASD), a designated disability that is becoming more common in schools in the United States. Autism spectrum disorder, as the name suggests, covers a range of symptoms. Some students with this disorder are high functioning and, although lacking in social skills, can be educated in the general education classroom. Students at the other end of the spectrum need someone to assist them with daily living skills and are often non-verbal. The chapter includes a discussion about effective service delivery models for students who have ASD and provides two case studies that use a behavior intervention service delivery model. The chapter also presents intervention strategies that can assist the general education teacher in providing proper help to students with autism spectrum disorder. Finally, the chapter discusses future trends surrounding this disability.

Creating a Vision for Special Education Programs

This chapter focuses on creating a vision statement that supports a service delivery model within the field of special education. The chapter discusses the importance of shaping the vision and the impact it may have on the student, school, families, and society as a whole. Components as well as examples of currently used vision statements are included in this chapter, along with a discussion about incorporating a school's vision statement into its professional development program. The chapter concludes with a reflection on ensuring that the needs of students are met while at the same time being cognizant of the fact that standards-based instruction dominates the Individualized Education Plan and service delivery models help shape the vision for all students as more and more students with special needs are being placed into a full-inclusion type of educational environment.

Case Study Analysis of a Team/Collaborative Model with Specific Learning Disabled Students

This chapter focuses on Specific Learning Disabilities (SLDs), which is the most common type of designated disability among school-aged students in the United States. SLD is a disability that can have devastating effects on a student's learning ability, as in the most severe cases the SLD student may remember little, if anything, about what he or she has learned; may have difficulties focusing on even one thing; may not be able to read above an elementary level; and may live in isolation due to poor social and motivational skills. This chapter discusses the service delivery models for students who have SLD and provides two case studies of models that can be successful if implemented properly. Finally, the chapter presents intervention strategies to assist the general education teacher when working with students with SLD.

Spending Options for Service Delivery Models

This chapter focuses on how the federal and state governments of the United States have been providing funding to educate their youth for more than 200 years. Unfortunately, it was not until the 1950s, when parents of students with exceptionalities sued the schools, that monies from the federal government were made available to educate students with special needs. This chapter also discusses creative funding options, because even with the federal funds states have been relegated to come up with monies to cover their special education population because the federal government has not fully funded its portion of the law. The chapter also examines special education expenditures in relationship to a free and appropriate education and concludes with a discussion about the future trends in funding to educate children with special needs.

Model vs. Continuum

This chapter focuses on the Least Restrictive Environment (LRE), as it is one of the most controversial and litigated topics in the field of special education, because the Individuals with Disabilities Education Act does not provide any guidelines on how this requirement needs to be met. Since the Supreme Court of the United States will not hear a case about LRE, this chapter also presents several circuit court cases that have attempted to interpret the law using an assessment they developed. In addition, the chapter reviews several continuum models that attempt to ease the burden for schools and their districts as they contemplate the best educational placement for a student with exceptionalities. The chapter concludes with a discussion about the future trends for special education and LRE.

Case Study Analysis of a Social Skills Service Delivery Model with Intellectually Disabled Students

This chapter focuses on students with Intellectual Disabilities (ID). Social skills instruction is needed for any disability category, but more so with students who are diagnosed with intellectual disabilities. Thus, use of the social skills service delivery model with ID students is examined through two case studies, one in a middle school setting and another in a high school setting. This chapter also discusses the causes and characteristics, the educational placement and instructional strategies, and the eligibility criteria for students with an intellectual disability. The chapter concludes with a discussion about future trends for intellectually disabled students and service providers.

Respecting Federal, State, and Local Approaches to IDEA and Service Delivery Models

This chapter focuses on the Individuals with Disabilities Education Act, which states that students with exceptionalities will be afforded an education without cost to themselves or their family. Since funding for special education programs are typically double the cost of a general education program, the chapter discusses the historical and current practices that state educational agencies have had to devise in order to pay for the services because the federal government has not followed through with its promise of providing 40% of the total costs to educate these children. The chapter concludes with a discussion about the future trends for special education funding.

Special Education Service Delivery Models around the Globe

This chapter examines various service delivery models being used around the world. It discusses models of inclusion, in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

Case Study Analysis of a Resource Room and Self-Contained Classroom Model with Emotionally Disturbed Students

The chapter focuses on the IDEA disability category of Emotional Disturbance (ED), which ranks fifth among school-aged students in the United States that have been diagnosed with an exceptionality. ED is a disability that, due to severe behavioral and mental health issues, affects a student's ability to succeed academically in school, which many times leads to the student not finishing high school. The chapter explains that most service delivery models for students who are classified as ED occur in a resource room or self-contained classroom model. Two case studies demonstrate services within such models that have been found to be successful. The chapter also includes a discussion on specific intervention strategies that can assist teachers working with ED students.

Case Study Analysis of a Consultative Service Delivery Model with Students with Speech or Language Impairments

This chapter examines the Speech or Language Impairment (SLI) disability. SLI is a disability that can be serviced across settings with the support of both a speech-language pathologist and teachers from both regular and special education classrooms. The chapter also examines causes and characteristics, educational placement and interventions, and eligibility criteria for students with an SLI. The interventions presented are diverse and can be taught across the curriculum. Furthermore, the chapter examines two case studies at the elementary and middle school levels that highlight how the consultative service delivery model can be employed with speech and language students. The chapter concludes with a discussion about future trends in the consultative service delivery model with SLI students.